Free printable mealtime and food communication boards for gestalt language processors and hyperlexic learners.
Mealtime can be a stressful experience for some kids, especially if they have food sensitivities to taste, texture, smell, etc.
Or, perhaps you have a hyperlexic child who doesn't ask for things like food or water due to their expressive language difficulties.
Well, you can use these mealtime communication boards as a way to help them communicate their needs and preferences when it comes to food and meals. They can echo the phrases they see by reading it and speaking it. Or they can also point to the picture or phrase.
About the Free Mealtime Communication Boards
This set of communication boards is designed with gestalt language processors and hyperlexic learners in mind and are great for kids, teens, and adults to use. Below you will find five versions included:
One with 16 colorful clipart images paired with a written phrase or potential gestalt
One with 13 colorful clipart images paired with a written phrase or potential gestalt and 3 blank boxes to write and draw your own
One with 16 blank boxes to write or draw your own
One with 16 written phrases or potential gestalts
One with 13 written phrases or potential gestalts and 3 blank boxes to write and drawn your own
Simply print off the page that will be the best fit for your needs, fill in any blank boxes (if applicable), and laminate for durability. Be sure to keep these tips in mind, though, when writing your own phrases or potential gestalts.
Once printed, customized, and laminated, display it somewhere in your kitchen (e.g., on the fridge, pantry door, or table), pack it in your child's lunchbox, attach it to a lanyard to take on the go (you might want to print it off at half the size in this case), add it to communication binder, etc.
The phrases can then be read and/or pointed to as a way to communicate one's needs. And parents or caregivers can point and model different phrases during mealtimes.
Download the Free Printable Mealtime & Food Communication Boards
This printable pack is five pages total and contains five communication boards to pick from. Feel free to pick the one that best suits your needs. Once printed, I highly recommend laminating for durability.
Free printable Halloween trick or treating communication boards for gestalt language processors and hyperlexic learners.
Trick or treating can be an overwhelming experience for lots of kids, regardless of neurotype, sensory sensitivities, age, and abilities.
But visual aids and tools can be a great way to support kids who get overwhelmed during Halloween. Especially with our hyperlexic or autistic learners in particular who may be non-speaking, minimally speaking, and/or use augmentative and alternative communication (AAC).
And that's where these trick or treating communication boards come into play!
The following AAC boards feature a variety of potential Halloween themed gestalts that could be modeled while trick or treating and are an awesome way to give hyperlexic learners and gestalt language processors the language they need to express themselves and communicate their needs.
About the Free Trick or Treating Communication Boards
As mentioned above, this set of communication boards is designed with gestalt language processors and hyperlexic learners in mind and are great for kids of all ages and abilities to use. Below you will find five versions included:
One with 16 colorful clipart images paired with a written phrase or potential gestalt
One with 13 colorful clipart images paired with a written phrase or potential gestalt and 3 blank boxes to write and draw your own
One with 16 blank boxes to write or draw your own
One with 16 written phrases or potential gestalts
One with 13 written phrases or potential gestalts and 3 blank boxes to write and draw your own
Simply print off the page that will be the best fit for your needs, fill in any blank boxes (if applicable), and laminate for durability. Be sure to keep these tips in mind, though, when writing your own phrases or potential gestalts.
Once printed, customized, and laminated, attach it to a lanyard to take on the go (you might want to print it off at half the size in this case) or simply carry it while you walk around.
The phrases can then be read and/or pointed to as a way to communicate while trick or treating. And parents and caregivers can point and model different phrases as they go from door to door with their child on Halloween.
Download the Free Printable Halloween Communication Boards
This printable pack is five pages total and contains five communication boards to pick from. Feel free to pick the one that best suits your needs. Once printed, I highly recommend laminating for durability.
Free printable Halloween trick or treat AAC cards for non-speaking or minimally speaking kids.
There are lots of different ways to help prepare your child for Halloween and trick or treating.
First of all, you can make sure that their costume is comfortable and sensory friendly (tips on that here). That way you can help with sensory regulation and reduce the possibility of sensory overload while wearing the actual costume.
You can also practice some different scripts to say while trick or treating. However, some kids are non-speaking or minimally speaking and shut down in overwhelming situations, which trick or treating can definitely be. So mouth words might become unreliable to them.
Well, that's where these free printable trick or treat AAC cards come in handy. They're a great way to help kids communicate on Halloween, whether they're non-speaking or words simply escape them during overwhelming situations.
About the Free Printable Trick or Treat AAC Cards
As mentioned above, these cards are perfect for kids who might get overwhelmed while trick or treating, are non-speaking or minimally speaking, and/or use AAC to communicate. They're a great alternative to using mouth words.
This set of Halloween AAC cards includes:
Four that say "Trick or Treat" paired with a colorful clipart image (one has larger text for easier viewing)
Two that say "Thank you" paired with a colorful clipart image
Two that say "Happy Halloween" paired with a colorful clipart image (one has larger text for easier viewing)
Simply print off the page, pick the card(s) that your child likes the best, and cut them out.
Ideally, you want one that says "Trick or Treat" and one that says either "Thank you" or "Happy Halloween" as a goodbye greeting. Then put the two cards back to back so that they're reversible while trick or treating.
You could also opt to pick three cards total (i.e., trick or treat, Happy Halloween, and thank you) and use all three during trick or treating.
Whether you're using only one card, going the suggested two cards double sided route, or opting for three individual communication cards, I do recommend that you laminate them for durability. And also for weather proofing, especially if there is a chance of snow or rain on Halloween.
Once they're laminated, you can put them on a lanyard or your child's trick or treat bag (for maximum visibility), put them on a keyring bracelet (something like these would be great!) to use as needed, or carry them in your hands or pockets. Then your child can show the cards' messages while trick or treating instead of having to rely on mouth words.
Alternatively, parents or caregivers who are accompanying their child can hand their child a card to show when knocking at someone's door, while also modeling the phase/gestalt (optional).
Download the Free Printable Trick or Treat Communication Cards
This printable is one page in length and includes eight different communication cards to choose from. Feel free to pick the card(s) that best suits your needs. I highly recommend laminating for durability.
So, these bedtime communication boards are a great way to help hyperlexic learners and gestalt language processors get ready for sleep time, build a routine, and develop language skills, while also playing to their strengths in decoding/reading.
Let's take a closer look at these communication boards!
One with 16 colorful clipart images paired with a written phrase or potential gestalt
One with 13 colorful clipart images paired with a written phrase or potential gestalt and 3 blank boxes to write and draw your own
One with 16 blank boxes to write or draw your own
One with 16 written phrases or potential gestalts
One with 13 written phrases or potential gestalts and 3 blank boxes to write and draw your own
Simply print off the page that will be the best fit for your needs, fill in any blank boxes (if applicable), and laminate for durability. Be sure to keep these tips in mind, though, when writing your own phrases or potential gestalts.
Once printed, customized, and laminated, display it somewhere in your child's bedroom. That way it's nice and handy for your child's bedtime routine.
The phrases can then be read and/or pointed to as a way to communicate. And parents or caregivers can point and model different phrases during the bedtime routine.
Download the Free Printable Bedtime Communication Boards
This printable pack is five pages total and contains five communication boards to pick from. Feel free to pick the one that best suits your needs. Once printed, I highly recommend laminating for durability.
Free printable it's time to go communication boards for gestalt language processors and hyperlexic learners.
Hyperlexic learners thrive on routine and structure so transitions can often be challenging.
For instance, transitioning from one activity to another at school, leaving the house for errands, or leaving the playground can be quite stressful and overwhelming for them.
And that's where these it's time to go communication boards can come in handy. They are a great way to support hyperlexic learners with transitions while also giving them the language they need to communicate their needs.
About the Free It's Time to Go Communication Boards
As mentioned above, this set of communication boards is designed with gestalt language processors and hyperlexic learners in mind and are great for kids, teens, and adults to use. Below you will find five versions included:
One with 16 colorful clipart images paired with a written phrase or potential gestalt
One with 13 colorful clipart images paired with a written phrase or potential gestalt and 3 blank boxes to write and draw your own
One with 16 blank boxes to write or draw your own
One with 16 written phrases or potential gestalts
One with 13 written phrases or potential gestalts and 3 blank boxes to write and draw your own
Simply print off the page that will be the best fit for your needs, fill in any blank boxes (if applicable), and laminate for durability. Be sure to keep these tips in mind, though, when writing your own phrases or potential gestalts.
Once printed, customized, and laminated, tape it to a door at home or in the classroom, attach it to a lanyard to take on the go (you might want to print it off at half the size in this case), add it to a communication binder, etc.
The phrases can then be read and/or pointed to as a way to communicate one's needs. And parents or caregivers can point and model different phrases as they get ready to leave.
Download the Free Printable It's Time to Go Communication Boards
This printable pack is five pages total and contains five communication boards to pick from. Feel free to pick the one that best suits your needs. Once printed, I highly recommend laminating for durability.
Yet, we have a long way to go when it comes to acceptance for communicating in other ways besides mouth words.
The reality is that communication can come in many forms besides spoken language and that all forms of communication are valid. So, it's important to spread positive, supportive, and affirming messages about using other forms of communication.
And that's where these free printable AAC coloring pages come in. They're a great way to help spread these positive messages, while also building a sense of pride, promoting confidence, and boosting self-esteem for those who use AAC to communicate.
About the Free Printable AAC Coloring Pages
These AAC coloring pages are all about empowering kids who use AAC to communicate and to help others understand that all forms of communication are valid.
In this pack, you will find 20 different coloring pages that showcase AAC in use with a wide range of kids. Each coloring page features clipart paired with simple phrases that are neurodiversity affirming and inclusive.
Some of the phrases are written in first person and are almost like positive affirmations for the child, meant to build pride and boost confidence and self-esteem. For example, there are phrases such as:
I have a lot to say.
My voice is important.
My words matter. My voice matters.
Other phrases are written in second person as a way to promote inclusivity and acceptance. These phrases include:
Communicate your way.
Be proud of how you communicate.
Your voice matters.
Finally, there are more generic phrases that work great as posters to be displayed in a classroom, therapy setting, or similar. Phrases such as:
Communication comes in many forms.
All communication is valid.
Inclusion for all.
Celebrate all voices.
These coloring pages would be especially great to use during AAC Awareness Month, Disability Pride Month, Autism Acceptance Month, or similar. But you can really use them any day of the year as a way to promote inclusion and build pride amongst AAC users.
It is my hope that these coloring pages will be empowering to kids of all ages and abilities, while promoting inclusion for all.
Download the AAC Coloring Pages
This printable pack of coloring pages includes 20 coloring sheets with a variety of neurodiversity affirming messages and AAC clipart.
Some coloring pages are variants in that they have the same image, but slightly different wording. So, feel free to pick and choose the wordings that work best for your needs.
On the other hand, knowing how to put it into practice is a whole other thing.
Perhaps you already know the basics of what presuming competence means and maybe you're like, "Okay, it all sounds great and all, but now what?" What are some actionable things that you can actually do? Where do you start? What should you avoid doing? How can you advocate for inclusive education settings? Those are the kinds of questions that we're going to explore and answer below.
Specifically, we're going to look at some tips and strategies for presuming competence in a wide variety of settings. That might be at home, in therapy, in special education or a general ed classroom, or somewhere else entirely.
Think of these ideas as a bit of a checklist of sorts to make sure you're doing what you need to be doing to best support a wide variety of individuals and accommodate a wide array of abilities. Building inclusive educational settings and classrooms is always important. So let's dig in!
Tips & Strategies for Presuming Competence
Please note that the following list of tips is pretty thorough. So, you might find all of this information about presumed competence overwhelming. Remember, you can always start with one or two strategies first and then go from there.
Keeping that point in mind, let's take a look at some of the actionable things that you can do when it comes to presuming competence:
Speak to them normally and in age appropriate ways (e.g., avoid baby talk and over simplified language, consider tone and speed, use age appropriate vocabulary)
Honor and support all forms of communication (e.g., gestures, AAC, pictures, spelling, sign language) and find ways to help an individual communicate
Adapt your own communication styles and be flexible (e.g., modeling scripts and gestalts, modeling on a communication device, acknowledging echolalia)
Encourage them to speak or communicate for themselves (e.g., do not speak for them, teach them self advocacy skills, provide extra time for them to process and communicate - see the power of waiting)
Acknowledge them like you would any other person
Include them in conversations (i.e., do not speak about them in front of others as if they aren't there and instead talk directly to them)
Take a strengths-based approach and focus on what they can do (there's often too much focus on what someone can't do, which can lead to viewing some individuals as incapable)
Respond to and acknowledge all attempts to communicate (a simple nod or yeah can go a long way, even if you aren't sure what they are trying to communicate - especially important for our gestalt language processors)
Tailor support to their individual needs and preferences vs. tailoring them to the disability or diagnostic label
Shift your mindset and attitude to make sure that you're setting them up to succeed rather than assuming they will just fail
Focus on an individual's abilities and needs instead of describing them using functioning labels or by developmental levels (i.e., avoid referring to someone as high-functioning or low-functioning and instead say concrete things like "they can read at a 5th grade level" or "they find visuals helpful")
Avoid making assumptions about what they can or can not do based on their disability, neurodivergence, or diagnosis
Reject and question stereotypes, consider your own biases, unlearn harmful practices, and reserve judgment
Keep learning about best practices related to disability, neurodiversity, and related topics in order to continue to improve support and inclusivity. Doing so will also help you with the previous bullet point. (e.g., read books by disabled and neurodivergent authors, stay up to date on the latest research and best practices, follow disabled and neurodivergent creators on social media)
Use respectful and inclusive language (e.g., opt for neurodiversity affirming language and avoid deficit language)
Ask for permission before offering assistance or sharing information with others (i.e., respect their privacy and their boundaries)
Resist the urge to withhold information out of fear that they might not grasp it or understand it (i.e., if you would share it with any other child/person, share it with them too)
Recognize that they might not be able to demonstrate what they truly know or understand (i.e., there could be a big gap between what they understand and what they are able to show that they know - especially when it comes to standardized tests)
Expose them to age appropriate content like you would anyone else their age
Observe an individual's behaviors, actions, and expressions and try to determine what those behaviors might be trying to communicate (e.g., yelling or hitting when they are feeling overwhelmed or anxious)
Offer them a variety of opportunities to demonstrate their skills, abilities, and talents
Provide choices for how they can demonstrate their skills, abilities, and talents (e.g., typing out an assignment vs. handwriting it)
Provide appropriate educational supports and accommodations that will help an individual reach their full potential
Use their strengths to encourage the individual to show their understanding (e.g., for hyperlexic learners, that means relying on written language vs. just spoken)
Recognize that standardized tests have limitations and may not accurately capture an individual's true abilities or potential (the book Drawing a Blank touches on this issue in relation to hyperlexia and comprehension)
Set expectations that reflect the individual's potential vs. setting low expectations based on assumptions or stereotypes
Prioritize safety and trust (e.g., follow the child's lead, don't withhold favorite objects, focus on connection over compliance, use trauma informed care or therapy)
Advocate for inclusive environments and celebrate diversity (e.g., accommodate various abilities and sensory needs, use a variety of diverse books in the classroom, use neurodiversity affirming practices, reduce sensory triggers, celebrate differences)
Be patient and remember that progress may take time (i.e., every individual develops at their own different pace)
Some Final Notes on Presuming Competence
As you can see, there are a variety of actionable ways to presume competence on this list. Some of these strategies are things that you will do behind the scenes. For instance, shifting your mindset or continuously learning. However, a bulk of them are things that you need to be constantly monitoring - in the moment - while working directly with someone.
You'll also notice that some of these tips for presuming competence will be relatively easy to do, such as speaking to kids in age appropriate ways. And others might require a lot more work and patience, such as unlearning harmful practices.
It's also a good idea to consider these strategies and tips during IEP meetings as well. After all, they can be a great way to guide educational goals and outcomes. So, be sure to discuss them with the special education teacher, resource teacher, general education teachers, and other support staff on the IEP team.
Speaking of which, presuming competence is something that all members of the IEP team should be on board with. Unfortunately, that's not always the case. So, sometimes a lot of advocacy might be required to get the team on board. In this case, you might have to start small or simple.
It's also especially important to keep these tips in mind when it comes to working with individuals who are nonspeaking or have limited verbal communication skills. Too often, they are presumed incapable of learning or understanding and that's simply not the case.
Remember, presuming competence is the "least dangerous assumption" (source) so we need to see all individuals as capable of learning.
Now, will you make mistakes along the way? Absolutely! You're human after all. No one expects you to be able to master all of these overnight. So keep the last tip about presuming competence in mind for yourself: be patient and remember that progress may take time. Having a growth mindset will also help tremendously.
Good luck incorporating these strategies for presuming competence into your teaching, your therapy sessions, your parenting, and so on. Your efforts and your dedication to learning, growing, and doing better are much appreciated.
A look at what presume competence means and why it's important.
There are a lot of different terms and phrases that you might come across when learning about topics like autism, hyperlexia, neurodiversity, gestalt language processing, disability, and so on. There's also a lot of acronyms to navigate. It feels like learning a whole new language some days!
Then there are also some terms that you might encounter as your child starts therapy. Or there are the terms that get tossed around during meetings with the special education team.
One specific term or concept that you might come across frequently - especially as it relates to augmentative and alternative communication (AAC) - is the term presumed competence. It's quite an important concept and term to discuss, I might add. It's also a term that you might see popping up more and more on social media lately.
But what exactly does it mean to presume competence? And why is it important? Well, that's what we're going to discuss below.
Presume Competence Definition
First, let's break the phrase down into its two words:
Presume = assume, believe, expect
Competence = ability, capacity, proficiency
In other words, presuming competence is the belief that an individual is capable of thinking, learning, and understanding, even if there's no tangible evidence, they aren't able to show it yet, or regardless of what standardized test scores show.
Basically, presuming competence is about:
Giving people the benefit of the doubt
Offering support and providing opportunities for individuals to show their skills and their potential
Not making assumptions based on their challenges, weaknesses, disabilities, and/or diagnostic label
Treating people with respect
Valuing everyone's unique strengths, abilities, and contributions
Why is Presuming Competence Important?
Now that you have a better idea of what it means to presume competence, let's look at the benefits of doing so. Here's why it's important to always presume competence:
It's the "least dangerous assumption" (source) as presuming incompetence, for instance, would be much more harmful
Reduces stigmas and rejects stereotypes that are associated with disabilities
Supports inclusion
Improves communication
Strengthens relationships
Values and respects individuals for who they are, as well as their unique strengths and contributions
Gives people a chance and provides opportunities instead of making assumptions about what they can and cannot do
Prevents underestimation because you are setting appropriate and high expectations (vs. setting low expectations based on stereotypes or a diagnostic label)
Recognizes that traditional or standardized assessments may be flawed and don't always give an accurate representation of what one can do
Strengthens self-esteem and fosters independence
It's empowering
Obviously, this list is not exhaustive. Yet, you can see how powerful presuming competence can be. Especially with minimally speaking or non-speaking individuals who, too often, aren't always seen as capable.
But what does presumed competence look like in practice?
What Does Presuming Competence Look Like?
To avoid overwhelming you with too much information, I'm only including a small list of examples below. I will have another post that is much more detailed. But here is a simple list of what it looks like to presume competence. It means:
Supporting all forms of communication (including AAC)
Using a strengths-based approach
Tailoring supports and accommodations to the individual vs. tailoring them to the disability or diagnostic label
Seeing individuals as capable of learning
Providing opportunities
Offering choices
Fostering an inclusive environment
Celebrating diversity
Not making assumptions
Rejecting stereotypes and reserving judgment
Building authentic relationships based on safety and trust
Recognizing that sometimes there's a difference between what someone understands and what they are able to show and finding ways to support individuals in showing their understanding
Setting expectations that reflects the individual's potential vs. setting low expectations based on assumptions or stereotypes
Recognizing that behavior is communication and has a purpose
You might already be doing some of these things naturally, especially if you are taking a neurodiversity-affirming approach to your parenting, teaching, or therapy. And that's great! But unfortunately, presuming competence still isn't standard practice for some professionals or in certain fields.
Just to recap all that was discussed above, here are some key takeaways:
Presuming competence is about believing that all individuals are capable of thinking, learning, and understanding
Presuming competence is important because assuming otherwise is much more harmful. In other words, presuming competence is the "least dangerous assumption."
There are lots of ways to show that you are presuming competence, including: supporting all forms of communication, taking a strengths-based approach, providing opportunities, rejecting stereotypes, not making assumptions, being respectful and inclusive, and giving people the benefit of a doubt.
Thanks for taking the time to learn more about what it means to presume competence. Hopefully you found this information helpful.
A collection of free social stories about using an AAC device or iPad to communicate. Printable and video social stories for kids are included below.
Some people don't use mouth words to speak. They might be considered nonspeaking or minimally speaking. Or they might just like to supplement with alternative forms of communication in certain situations and it's a supplement to their verbal speech or mouth words.
Instead, they might rely on other forms of communication other than oral speech, such as sign language, letter boards, technology, and/or something else entirely. These other forms of communication are called augmentative and alternative communication or AAC.
Below you will find a variety of free social stories about using an AAC device. You can use these stories to introduce your child (or client, if you're a therapist) to using AAC to communicate.
Or you might even use a social story or two from this list with a child's siblings or classmates to explain different forms of communication to them.
Whatever the reason, I hope you find these AAC social stories useful, no matter who your target audience is.
Free Social Stories About Using an AAC Device
Have you been looking for a social story about using an AAC device? Then look no further than these free printable social stories about AAC device use. Some require you to have a Teachers Pay Teachers account (which is free!) before you can download them.
I've rounded up some options for you to explore. That way you can find the best AAC related social story for you and your child. Or you can simply use ideas from different stories below to write your own custom story (free social story templates here to help).
Please note that just because a social story is listed here does not mean I endorse its content. After all, many social stories tend to be poorly written and/or teach autistic masking. Besides, I haven't read all of these stories word for word myself. So please read through the stories carefully before using them with your child.
It's also worth noting that there seems to be lots of really great paid options out there as well. The focus here, however, is purely on free social stories.
1. I Use my Device to Talk Social Story from AT4Kids on TPT - This story talks about rules for using the device and include things like not throwing it. There is also a built-in communication board to practice modeling AAC skills. This story uses colorful clipart.
2. Using AAC Device Social Story from Kate O'Malley on TPT - This story highlights that people can communicate and talk in different ways and then explains what an AAC device is. It includes colorful clipart.
3. AAC Device Care Social Story from AAC Hub on TPT - It looks like this story is available as a PowerPoint so you should be able to edit it. Which might be a good thing because this story looks very busy visually and some of the text in the preview images isn't great. But it does include a mix of clipart and photos.
4. AAC Core Word Social Story (Like/Don't Like) from Stephanie Zapata on TPT - Here's a story that focuses on teaching core words/concepts. It uses boardmaker symbols and full color photos. It apparently comes as a Word document so you should be able to edit it too.
5. What are Talkers For? An AAC Communication Device Social Story from ESE AAC on TPT - This story uses a mix of clipart and photos to discuss why some people use an AAC device or talker. It's a Word document so, again, you should be able to edit it.
6. Social Story: Using Your AAC Device from Divergent DeafEd on TPT - This story uses symbols and some simple text. It looks like a pretty basic story.
7. Simple iPad Social Story from Korynn a SLP on TPT - Here's a super simple one page social story about iPad/AAC ownership. It covers what it's for, how to carry it, and where to take it. There is a mix of clipart, symbols, and photos used to accompany the text.
8. Using My AAC Device Social Story on Boardmaker Online - I'm not sure if you can actually download a PDF version on this website or not. However, you can preview all the slides and read the full story directly on the website.
9. I Can Take My Device Home Social Story on Boardmaker Online - Again, not sure if you can actually download this story or not, but you can read the full story directly on the website.
10. Social Story: Taking Care of My Speech Device from Talk to Me Technologies - You have to subscribe to get this free social story, but it looks like it might be a good one. It uses nice colorful clipart.
Video Social Stories About AAC Device Use
Here are a few video social stories about using an AAC device. You can use these in teletherapy sessions, social skills groups, classroom settings, and/or at home. Videos are always a great alternative to printing off a story.
Like the stories above, some of the wording in these videos aren't always great. But I wanted to make sure you had lots of different options for teaching your child about AAC devices.
I usually opt for stories with text already included in the video (to support hyperlexic learners), but I thought this video about a classmate's use of AAC was too important not to include. Just remember to turn on the closed captions for our hyperlexic learners.
Finally, I thought this story might be a good one to include here as well. You could share it with a child's friends or extended family members about how they can get involved in the modeling process.
A Note on AAC Use for Gestalt Language Processors
Remember, hyperlexic learners are gestalt language processors so they learn language differently. So you will have to set up and use their AAC devices a bit differently. That might also mean that you have to modify the above social stories to factor in this different way of developing language.
And speaking of AAC use for gestalt language processors, you might be interested to know that the Meaningful Speech team is releasing a course all about AAC and gestalt language processing in February 2023.
Either way, I hope you found this collection of free social stories about using an AAC device helpful. They're a great way to start introducing your child or client to using AAC to communicate.
